THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


THE  LIBRA! 

OF 

THE  UNIVER' 
OF  CAL1FOR] 

LOS  ANGEL 


GYMNASTIC  STORIES  AND  PLAYS 


PRIMARY   SCHOOLS 


PHYSICAL    EXERCISES   FOR    THE   FIRST 
'f\0    YEARS    OF  SCHOOL 


BY 


REBECCA   STONEROAD 

DIRECTOR   OF   PHYSICAL   TRAINING    IN    PUBLIC    SCHOOLS 
OF  WASHINGTON,   D.C. 


BOSTON,  U.S.A. 
D.    C.    HEATH   &   CO.,   PUBLISHERS 

1898 


fit 


COPYRIGHT,  1898, 
BY  D.   C.   HEATH   &   CO. 


XorfaootJ  $re0a 

3.  S.  Gushing  &  Co.  —  Berwick  &  Smith 
Norwood  Mass.  U.S.A. 


Education 
Library 

GV 

M-23 


PREFACE. 

AT  the  request  of  many  interested  in  the  primary  gymnastic 
work  of  the  public  schools  of  Washington,  D.C.,  I  publish  here- 
with a  few  of  the  lessons  which  are  given  in  the  first  and  second 
years  of  school  before  beginning  the  more  exact  physical  exer- 
cises of  the  third  v^ar. 
(O 

Hoping  that  both  kindergarten  and  primary  teachers  will  find 
these  lessons  suggestive  and  helpful  in  their  work  for  the  phy- 
sical well-being  of  the  child,  I  cordially  present  them  to  the 
public. 

Grateful  acknowledgment  is  due  to  the  assistant  instructors 
of  physical  training,  Miss  Squier,  Miss  Brockett,  Miss  Oberly, 
and  Miss  Holmes,  who  have  been  most  helpful  in  the  preparation 

of  this  manual. 

R.   S. 

WASHINGTON,  D.C. 
January,  1898. 


713615 


CONTENTS. 

PAGE 

PREFACE .        .        .  iii 

INTRODUCTION 7 

SPECIAL  DIRECTIONS  TO  TEACHEKS 9 

Explanatory  Remarks 12 

Sitting  and  Standing  Positions 13 

Signals  for  Rising  and  Sitting 14 

PREPARATORY  DRILL  ON  POSITIONS  AND  SIGNALS 15 

FIRST  YEAR. 

TREES  IN  A  STORM 19 

AUTUMN  IN  THE  WOODS 23 

CHRISTMAS  MORNING 27 

SNOW  PLAY 31 

BIRDS  LEARNING  TO  FLY 35 

A  WALK  IN  THE  ORCHARD 39 

A  PICNIC      ...                         43 

"  FOLLOW  MY  LEADER  :' 45 

SECOND  YEAR. 

A  TRIP  TO  THE  "Zoo" 49 

BEAN  BAG  EXERCISES                 53 

SANTA  GLAUS'  VISIT 57 

WINTER  WORK  AND  PLAY 61 

BEAN  BAG  EXERCISES 64 

A  COUNTRY  VISIT 67 

"  FOLLOW  MY  LEADER  " 71 

6 


6  CONTENTS. 

SCHOOLROOM  PLAYS. 

"I  SAY  STOOP!" 73 

RACE,  TOUCHING  WALL 73 

PASSING  BAGS      .        . .        .73 

RACE,  PLACING  OBJECTS .        .      74 

JACK  FROST 74 

RACE,  PLACING  BAGS  IN  PILES 75 

SITTING  TAG 75 

RACE,  PICKING  UP  BAGS 75 

CHANGING  SEATS .76 

THROWING  BAGS  INTO  RING 76 

SQUAT  TAG .        .      77 

TOSSING  BAG  TO  CAPTAIN 77 

RECESS  PLAYS. 

BUTTERCUPS  AND  DAFFODILS 79 

RED  ROSE .79 

SKIP  AWAY 80 

CHASINGERS .80 

CHARLIE  OVER  THE  WATER 81 

SHEEP  AND  WOLF        ...........       81 

HERE  I  BREW  AND  HERE  I  BAKE    .        .        .        .        .        .        .        .      81 

TOUCH  WOOD .82 

THROWING  THE  HANDKERCHIEF 82 

KLONDIKE 82 

CAT  AND  MOUSE 83 

RUN  A  MILE 83 

FEATHER  GAME .      83 

YANKEE  DOODLE          .        .        .        .        .        .        .        .        .  •  .84 

BLACK-MAN 84 

FROG  IN  THE  MIDDLE 85 

NEW  YORK 85 

HAT  BALL  86 


INTRODUCTION. 

THE  following  gymnastic  lessons  for  the  first  two  years  of 
school  are  the  outgrowth  of  an  effort  to  make  use  of  play  as 
•a  factor  in  body  training.  Action,  imagination,  and  imitation, 
the  chief  characteristics  of  play,  are  called  forth  at  every  point, 
making  the  work  pleasurable  to  the  child.  We  have  endeav- 
ored to  take  advantage  of  the  play  instinct  of  childhood,  and, 
adapting  it  to  our  own  ends,  make  it  a  means  of  education. 
This  becomes  regulated  play  ;  play  directed  toward  educational 
•ends. 

It  has  been  our  desire  to  form  a  connecting  link  between 
the  plays  and  games  of  the  kindergarten,  and  the  precise  gym- 
nastics given  in  the  third  year  of  school. 

In  these  lessons  the  children  use  their  imagination,  and  act 
•out  a  connected  and  consistent  story  in  a  series  of  body  move- 
ments. Many  of  these  have  been  within  their  experience  out- 
side of  school,  yet  they  make  good  gymnastic  exercises,  bring- 
ing into  action  many  muscles  of  the  body.  Pretending  to  do 
in  school  that  which  is  seen  or  done  out  of  it,  makes  children 
happy  in  the  doing.  In  these  natural  movements  of  childhood 
•opportunity  is  given  for  that  coordination  of  muscles,  so  highly 
desirable  in  all  physical  exercises  for  the  young.  "Wherever 
possible,  a  play  or  game  practicable  for  the  schoolroom  is 
added  to  the  lesson. 

7 


8  INTRODUCTION. 

It  must  be  understood,  however,  that  the  work  is  thor- 
oughly systematic  in  that  it  consists  of  an  orderly  arrangement 
of  distinct  exercises,  each  having  a  definite  purpose.  This  is 
the  nearest  approach  to  regulated  play  which  we  have  been 
able  to  get  in  the  schoolroom. 

Each  lesson  contains  an  exercise  for  the  trunk,  legs,  arms, 
and  neck,  together  with  a  breathing  exercise,  so  that,  when 
finished,  all  parts  of  the  body  will  have  been  exercised. 

All  exercises  have  been  planned  for  the  schoolroom,  allow- 
ance being  made  for  the  ordinary  desks  and  seats.  It  is  highly 
desirable  that  there  be  sufficient  space  around  the  room  for 
walking,  running,  etc. 

The  kind  of  work  here  outlined  requires  skill  and  teaching 
power  on  the  part  of  the  teacher.  Much  more  is  demanded 
than  in  the  ordinary  gymnastics,  which  to  a  great  extent  are 
mechanical.  The  teacher  should  know  something  of  the  aims, 
purposes,  and  methods  of  physical  training  before  attempting 
the  work,  and  should  have  her  school  under  control. 


SPECIAL  DIRECTION  TO   TEACHERS. 

AT  the  beginning  of  each  printed  lesson  is  given  a  mere 
outline  of  the  story,  which  is  to  be  amplified  and  in  the  main 
obtained  from  the  class  by  judicious  questioning. 

Make  the  lesson  as  bright,  happy,  playful,  and  natural  as 
possible.  It  is  well  to  vary  the  story  from  day  to  day,  in  its 
minor  details. 

As  outlined  the  story  is  connected  and  consistent.  Nothing 
should  be  told  or  done  out  of  harmony  with  the  natural  sequence 
of  events,  or  outside  of  the  experience  of  the  child.  If  possible, 
let  the  lesson  given  be  in  keeping  with  the  season  of  the  year. 

When  first  presented,  let  the  lesson  be  conversational,  giving 
the  children  an  opportunity  to  talk,  thus  making  it  at  the  same 
time  a  language  lesson.  A  wise  teacher  will  avoid  unneces- 
sary talking  on  her  own  part,  and  that  which  is  irrelevant  on 
the  part  of  the  child.  Just  enough  to  make  the  pupils  enter 
into  the  spirit  of  the  work  and  become  absorbed  in  the  exer- 
cises, is  desirable. 

After  a  few  days  all  conversation  should  be  omitted  and 
the  exercises  taken  with  just  a  reference  to  the  story,  sufficient 
to  keep  up  the  imagination. 

It  is  well  to  keep  on  the  board  a  drawing  which  will  illus- 
trate the  central  thought  in  the  story  and  be  a  help  to  the 


10  SPECIAL   DIRECTION   TO   TEACHERS. 

imagination.  The  drawings  herein  given  were  made  for  the 
special  purpose  of  blackboard  reproduction.  Everything  pos- 
sible in  the  way  of  gesture,  language,  drawing,  and  objects 
should  be  used  to  induce  the  child  to  live  for  a  few  minutes 
in  the  little  world  of  his  imagination  and  make  the  movements 
like  those  of  reality. 

As  the  parts  of  the  story  are  brought  out  for  the  first  time 
and  an  exercise  introduced,  the  teacher  shows  the  pupils  how 
she  wants  them  to  make  each  movement.  The  exercise  may 
be  taken  at  once  by  the  children,  or,  if  preferred,  the  sitting 
exercises  may  be  taken  together  after  having  been  explained. 
It  is  better  to  teach  the  standing  exercises  immediately  before 
the  class  rises,  so  as  not  to  tire  them  by  long  standing. 

All  sitting  exercises  must  be  taken  in  the  upright  position. 

In  the  teaching,  nothing  should  be  left  undone  which  will 
help  to  make  each  movement  thoroughly  understood  before  it 
is  attempted  by  the  class,  so  that  there  will  be  as  few  errors  as 
possible  in  the  execution.  A  rough  blackboard  sketch,  mostly  in 
straight  lines,  illustrating  the  exercise,  and  drawn  as  the  teacher 
talks,  will  attract  the  attention  of  the  child  and  place  his  mind 
on  the  point  which  the  teacher  is  trying  to  bring  out. 

If  an  exercise  is  specially  difficult  to  teach,  it  is  well  to  pro- 
ceed in  the  following  manner :  First,  show  it  as  a  whole,  merely 
using  the  appropriate  signals ;  next,  analyze  it,  bringing  out 
the  points  by  talking ;  then  make  the  rough  blackboard  sketch ; 
and  finally,  if  necessary,  bring  to  the  front  a  bright  child  who 
can  take  the  exercise  for  the  observation  of  the  entire  class. 


SPECIAL   DIRECTION   TO   TEACHERS.  11 

After  a  few  days  general  teaching  should  cease  and  be  fol- 
lowed by  special  individual  criticism.  By  means  of  the  signals, 
the  teacher  will  be  able  to  keep  the  whole  class  exercising,  and 
at  the  same  time  to  walk  around  the  room,  criticising  quietly 
wherever  necessary.  Each  child  should  be  told  his  special 
error  in  execution  and  be  given  the  definite  direction  which 
will  help  him. 

All  the  arts  and  devices  known  to  the  primary  teacher  must 
be  used  to  make  the  work  interesting.  A  bright  voice  and 
cheerful  manner  which  will  be  reflected  in  the  children  should  be 
cultivated.  The  interested  look  and  happy  expression  of  the 
child  is  a  test  of  successful  work. 

Each  lesson  is  planned  to  occupy  about  fifteen  minutes  when 
thoroughly  understood  by  the  class.  After  a  few  days  the  entire 
set  of  exercises  should  be  given  once  during  the  day  either  in 
one  or  more  periods,  so  that  all  parts  of  the  body  will  have 
been  exercised  each  day. 

The  game  supplements  the  lesson  and  may  be  played  at  any 
other  time  during  the  day,  making  two  periods  of  physical 
exercise. 

It  is  best  to  spend  at  least  three  weeks  on  each  lesson,  and 
four  weeks  can  be  profitably  used  if  the  teacher  is  able  to 
keep  up  the  interest  and  has  a  high  ideal  of  what  can  be 
accomplished  by  little  ones.  Children  can  be  interested  in 
doing  the  exercises  to  the  very  best  of  their  ability. 

Floor  space  free  from  desks  and  seats  is  especially  desirable 
for  this  kind  of  work.  If  there  are  unoccupied  seats,  a  few  in 
the  front  or  back  of  the  room  may  be  removed,  thereby  giving 
more  space  for  running,  walking,  and  playing. 


12  EXPLANATORY  REMARKS. 


EXPLANATORY  REMARKS. 

THE  word  "  signal "  is  used  in  the  sense  generally  understood 
by  the  word  "  command." 

The  precise  name  of  each  exercise,  printed  above  the  direc- 
tions, is  given  for  the  benefit  of  the  teacher  only.  When  speak- 
ing to  the  class  the  short  familiar  name,  expressing  the  action 
imitated,  is  to  be  used. 

The  figure  opposite  the  name  of  the  exercise  denotes  the 
average  number  of  times  it  is  to  be  taken.  This  number  may 
be  increased  at  the  discretion  of  the  teacher. 

The  italicized  signal  in  the  middle  of  the  page,  above  the 
dotted  line,  is  the  signal  for  taking  the  position  for  the  exercise. 

Signals  in  the  brace  are  to  be  given  successively  as  many 
times  as  it  is  desired  to  repeat  the  exercise.  If  necessary,  a 
signal  farther  to  the  right  on  the  printed  page  finishes  the 
exercise. 

The  italicized  signal  in  the  middle  of  the  page,  below  the 
dotted  line,  is  that  on  which  the  arms  are  to  be  lowered  or  the 
body  to  return  to  original  standing  position  after  the  exercise 
is  finished. 

"  Teacher  count "  means  that  the  teacher  is  to  count  One,  and, 
two,  and,  three,  and,  etc.,  returning  to  starting  position  on  and. 

"  Teacher  count  four  "  means  that  four  movements  are  to  be 
made  in  succession,  the  teacher  counting  four. 


SITTING   AND   STANDING  POSITIONS.  13 


ABB  RE  VIA  TIONS. 

R Right. 

L Left. 

B Both. 

Ex Exercise. 

Rep. Repeat. 

Tr Teacher. 

Alt.  .............       Alternate. 

Vert. Vertical. 

Hor. Horizontal. 

Obi Oblique. 

Backw'd Backward. 

Forw'd \  Forward. 

Upw'd Upward. 

Ft Foot. 

Hd.  .  Hand. 


SITTING  AND  STANDING  POSITIONS. 

SITTING  POSITIONS. 

Resting  Position. 

1.  Body  far  back  on  the  seat,  with  back  resting. 

2.  Chest  raised,  but  not  too  high. 

3.  Head  erect. 

4.  Eyes  looking  toward  the  front. 

5.  Hands  resting  on  the  lap. 

6.  Feet  flat  on  the  floor,  with  heels  together. 


14  SIGNALS  FOR  RISING  AND   SITTING. 

Upright  Position. 

1.  Body  in  an  erect  position,  far  back  on  the  seat. 

2.  Heels  together,  and  toes  on  a  straight  line.     In  other 

respects  the  Upright  Position   is   like   the   Resting 
Position. 

STANDING  POSITION. 

1.  Chest  raised  to  normal  height. 

2.  Head  erect. 

3.  Arms  hanging  loosely  at  sides. 

4.  Feet  forming  an  angle  of  about  60  degrees. 

5.  Eyes  looking  toward  the  front. 


SiaNALS  FOR  RISING  AND  SITTING. 

Rising. 

Ready.  —  Place  the  right  foot  in  the  aisle. 

Rise.  —  Rise,  bringing  the   left  foot  up  to  the   right,  and  take 

standing  position  directly  behind  the  pupil  in  front. 
Position.  —  Step  into  the  middle  of  the  aisle  and  take  standing 

position  directly  behind  the  pupil  in  front. 

Sitting. 

Ready.  —  Take  a  step  beside  the  seat,  bringing  heels  together. 
Sit.  —  Placing  the  left  foot  in  front  of  the  seat,  sit. 
Position.  —  Take  Resting  Position,  bringing  in  the  right  foot. 

The  words  Rising  and  Sitting  are  preparatory  commands  immediately 
preceding  their  respective  signals. 


PREPARATORY  DRILL  ON   POSITIONS  AND  SIGNALS.       15 

PREPARATORY  DRILL    ON  POSITIONS  AND 
SiaNALS. 

BEFORE  beginning  the  regular  lessons  it  will  be  found  neces- 
sary to  spend  three  or  four  weeks  on  the  following  preparatory 
driHs  which  accustom  the  children  to  obey  with  precision  and 
promptness  the  same  signals  when  given  in  the  future,  and 
enable  the  teacher  to  manage  a  large  number  of  pupils  with- 
out waste  of  time. 

I.  Drill  on  Resting  Position. 

After  pupils  have  learned  how  to  sit  in  the  Eesting  Position, 
drill  on  taking  it  immediately  from  some  other  position,  as 
that  of  writing,  etc. 
Signal Resting  Position. 

II.  Drill  on  Upright  Position. 

Tell  the  pupils  to^  sit  as  tall  as  possible.  If  any  one  has  a 
round  back,  a  pressure  above  the  waist  line  in  the  back, 
with  an  effort  on  the  part  of  the  child  to  raise  his  chest, 
will  help  to  get  the  erect  position. 

Signal Upright. 

Return  to  Eesting  Position  on  the  signal  Rest,  and  practise  chang- 
ing from  one  position  to  the  other  with  a  steady  motion. 

III.  Drill  on  Standing  Position. 

Tell  the  pupils  to  stand  as  tall  as  possible,  or  push  up  with 
the  top  of  the  head  for  a  moment  as  if  pressing  up  a 
heavy  weight.  The  feet  should  be  turned  out  equally, 
with  heels  together  and  toes  on  a  straight  line 


16       PREPARATORY   DRILL  ON   POSITIONS   AND   SIGNALS. 

IV.  Drill  on  Rising  and  Sitting. 

The  upright  position  must  always  be  taken  before  rising. 

Working  at  first  with  one  row  at  a  time  will  give  opportunity 
for  observing  each  pupil.  Repeat  the  first  signal  for 
each  row  before  proceeding  with  the  second.  In  the 
same  manner  repeat  the  other  signals,  holding  each  child 
up  to  his  best  endeavor. 

After  pupils  have  learned  where  to  place  the  foot  in  the  aisle 
it  should  be  placed  out  on  the  signal  Ready,  without  look- 
ing down  and  without  moving  any  other  part  of  the  body. 

Work  for  uniformity  by  having  each  pupil  move  with  the 
one  in  front  on  the  second  and  third  signals.  After  the 
signal  Rise,  the  best  standing  position  is  immediately 
taken  without  unnecessary  movements,  close  to  the  seat 
and  directly  behind  the  one  in  front,  before  stepping 
into  the  middle  of  the  aisle  on  the  third  signal. 

In  a  similar  manner  drill  on  sitting. 

V.  Drill  on  Arm  Positions. 

The  names  of  the  positions  given  below  must  be  used  as 
preparatory  commands  and  must  be  repeated  each  time 
before  taking  the  position.  Change  from  one  prepara- 
tory command  to  another,  so  as  to  accustom  the  class  to 
listen  and  obey  directions. 

All  arm  positions,  with  the  exception  of  the  first,  are  to  be 
taken  while  standing.  If  desired,  the  second  'can  be  prac- 
tised upon  at  first  while  sitting.  % 

1.   Hands  Clasped  on  Desk. 

Sitting   in  upright   position,  clasp  hands  on  edge  of  desk 
in  front. 

Signals  .  ...      [Position. 

Hands  Down. 


SIGNALS   FOR  RISING   AND   SITTING.  17 

2.  Hands  on  Hips. 

Bring  hands  to  a  firm  position  on  hips,  with  fingers  close 
together  in  front  and  thumbs  back.  The  forearm  and 
hand  should  form  a  straight  line. 

Signals  )  Position. 

\  Hands  Dotvn. 

3.  Hands  Clasped  in  Front. 

Clasp  hands  loosely  in  front,  with  arms  hanging. 

Signals  .         .  .      {Position. 

( Hands  Doivn. 

4.  Hands  Clasped  Behind. 

Clasp  hands  loosely  behind,  with  arms  hanging. 

Signals  { Position. 

( Hands  Down. 

5.  Arms  Folded  Behind. 

Fold  arms  behind,  at  waist,  with  a  firm  grasp. 

Signals  (Position. 

I  Arms  Down. 


BLACKBOARD  ILLUSTRATION. 


Trees  in  a  Storm. 
18 


TREES  IN  A  STORM.  19 


TREES  IN  A  STORM. 

THE  great  oak  trees  of  the  forest  feel  the  coming  of  a 
storm.  At  first  little  zephyrs  bend  each  tree  top  from  right 
to  left.  Later  a  gentle  breeze  makes  the  delicate  leaves 
quiver.  As  the  wind  rises,  the  branches  sway  to  and  fro  and 
finally  the  great  tree  trunks  are  bent  forward  by  the  strong 
wind. 

I.  Rising. 

II.  Breathing. 

Blowing  of  Wind. 

Inhale  through  the  nose  and  exhale  slowly  through  the  mouth 
making  a  sound  as  of  wind  blowing.     Blow   three   times 
after  each  exercise. 
Signal       .  .....        ......         Blow. 

III.  Head  Bending  Right  and  Left        ...  6 

Swaying  of  Top  of  Tree. 

Bend  the  head  alternately  from  right  to  left  with  a  slow,  even 

movement. 
Signals     .  .        . 


.        . 

(  Left. 

IV.    Hand  Relaxing    .  .      4 

Quivering  of  Leaves. 

"With  arms  hanging  loosely  at  sides,  shak£  the  hands  in  all 
directions.  Begin  gently  at  first,  increase  the  force,  then 
gradually  decrease  it.  Repeat  the  whole  after  breathing 
and  blowing. 

Signals     .  .     \ShaJce. 

(  Stop. 


20  TREES  IN   A   STORM. 

f ' 

V.  Arm  Swinging. 

Swaying  of  Limbs. 

Swing  the  arms  loosely  forward  and  backward,  then  let  the 
motion  gradually  die  down,  to  be  started  again  after  the 
breathing. 

Signals    .  .  Sway.j£orf^-    I  Stop. 

( Backward. ) 

VI.  Trunk  Relaxing  Forward  .       4 

Bending  of  Tree. 

Keeping  the  knees  straight,  drop  the  head  forward  and  con- 
tinue the  motion,  relaxing  the  parts  of  the  spine  in  succes- 
sion, with  arms  hanging  and  swaying.  Immediately  return 
in  reverse  order  to  erect  position. 

Signals  (Forward. 

(  Upward. 

VII.  Sitting. 

VIII.  Game. 

Race — Touching  Wall.  — Page  73. 


BLACKBOARD  ILLUSTRATION. 


Autumn  in  the  Woods. 
22 


AUTUMN  IN   THE    WOODS.  23 


AUTUMN  IN  THE    WOODS. 

IT  is  autumn  and  the  leaves  are  fluttering  to  the  ground. 
The  little  flowers  droop  their  heads  when  nipped  by  Jack 
Frost.  Children  in  the  woods  kneel  to  pick  up  the  gay  au- 
tumn leaves  and  nuts,  or  dried  leaves  to  toss  on  their  bonfire. 
One  after  another  they  run  through  the  woods,  and  take  deep 
breaths  of  fresh  air.  Finally,  all  play  with  hoops,  swinging 
them  high  overhead. 

I.  Arm"  Raising  Obliquely  Upward 6 

Falling  of  Leaves. 

Raise  the  extended  arms  obliquely  upward,  carrying  the  hands 
loosely  with  the  wrists  leading.  Lower  the  arms,  moving 
the  hands  at  the  wrist  from  right  to  left  with  a  fluttering 
motion.  Let  the  wrist  precede  the  hand  when  coming 
down. 

Signals  \  UP- 

( Down. 

II.  Head  Relaxing        ...  6 

Drooping  of  Flowers. 

Close  the  eyes.  Let  the  head  gradually  drop  forward  on  the 
chest,  ending  with  a  nodding  motion.  Slowly  raise. 

Signals  (Fonoard. 

I  Upward. 

III.  Rising. 

IV.  Kneeling    .  3{£ 

Picking  up  Leaves. 

Kneel  on  the  right  knee  by  placing  the  right  foot  back ;  at 
the  same  time  bend  forward  and  pretend  to  fill  hands  with 


24  AUTUMN  IN   THE   WOODS. 

>. 
dry   leaves.      Else,  bringing  heels  together,  and  make   a 

motion  of  tossing  in  front. 
Kepeat,  kneeling  on  the  left  knee. 

(Down. 
Up. 
Toss. 

V.  Running. 

Keeping  the  chest  up  and  head  erect,  run  lightly  on  toes  around 

the  room  and  up  the  aisle. 
At  first  let  one  row  run  at  a  time,  then  all  rows  in  quick  suc- 

cession. 
Signal        ...........         Run. 

VI.  Breathing  ....       ........       6 

Take  six  deep  breaths. 

Signals  .  .        .     Uf^f' 

(  Exhale. 

VII.  Arm  Swinging  Overhead     .......       1O 

Hands  Clasped  in  Front. 

Playing  with  Hoops. 

Clasp  hands  loosely  down  in  front.  Swing  arms  forward  and 
upward  until  hands  are  high  over  head,  forming  a  curve 
with  the  arms.  Keeping  the  hands  clasped,  swing  arms 
forward  and  downward  to  starting  position. 

Position. 
Signals 


Down. 
Hands  Down. 


VIII.  Sitting. 

IX.  Game. 

Sitting  Tag. — Page  75. 


BLACKBOARD  ILLUSTRATION. 


Christmas  Morning. 
26 


CHRISTMAS  MORNING.  27 


CHRISTMAS  MORNING. 

IT  is  Christmas  morning  and  the  children  waken  early  with 
much  stretching  and  yawning.  They  are  so  sleepy  that  they 
try  four  times  before  they  are  wide  awake.  After  washing 
their  faces  and  hands  they  hasten  to  look  at  their  gifts  brought 
by  Santa  Glaus.  First  is  found  a  toy  elephant  gravely  nodding 
its  head,  and  they  have  great  fun  imitating  it.  A  new  drum 
pleases  both  boys  and  girls,  who  clap  their  hands  in  time  to 
its  beating.  The  girls'  jointed  dolls  which  bend  forward  so 
oddly,  are  mimicked  next,  and  at  last  they  end  their  sport  by 
leaping  like  the  funny  jumping- jack.. 

I.  Stretching  and  Yawning 4 

Best  arms  and  head  on  desk  as  if  sleeping.  Kaise  head,  rub 
eyes  with  closed  hands  and  stretch  parts  of  arms  in  succes- 
sion, with  much  yawning,  as  when  waking  in  the  morning. 
Finally  stretch  legs  and  whole  body.  Return  to  position 
on  desk,  then  repeat  the  exercise. 

Signal   .  .     , Stretch. 

II.  Washing  Faces  and  Hands    .  3 

Rub  vigorously  all  parts  of  the  face  and  neck  with  the  hands, 
as  if  Avashing.  In  a  similar  manner  rub  the  hands. 

Pupils  at  first  imitate  ^eacher.  Later,  teacher  indicates  part 
of  face  to  be  rubbed. 

III.  Rising. 


28  CHRISTMAS  MORNING. 

IV.  Head  Bending 12 

Nodding  of  Toy  Elephant. 

Turn  the  head  half  way  to  the  right,  and  in  this  position  bend 
it  forward.  Raise,  face  the  front,  then  bend  it  directly 
forward.  Raise,  turn  it  half  way  to  the  left  and  bend  in 
that  direction.  Raise,  face  the  front,  bend  forward  and 
repeat  the  movements  successively  with  a  continuous 
motion. 

Signals .  {  Ri9ht>  Front>  or  LefL 

\  Up. 

V.  Hand  Clapping. 

Elbows  at  Sides. 

With  elbows  at  sides  clap  the  hands  in  the  time  used  for  drum 
beating.  -Imitate  the  sound  of  a  drum  corps  coming  up  the 
street,  the  sound  growing  louder  and  then  gradually  dimin- 
ishing. Repeat  the  whole  two  or  three  times. 

Position. 

Signals Pupils  follow  teacher. 

Hands  Down. 

VI.  Trunk  Bending  Forward 8 

Hands  on  Hips. 
Jointed  Doll. 

Take  position  of  Hands  on  Hips.  Bend  forward  at  the  hips, 
keeping  the  knees  straight,  the  chest  up,  and  head  erect. 
Raise  trunk  to  erect  position. 

Position. 

Signals    .-.-...'.  -V'v;       .'..         (Forward. 

Hands  Down.  \Upward. 


CHRISTMAS  MORNING.  £9 

(Jumping  and  Leg  Spreading 4  Rep. 

(Arm  Swinging  Sideways  to  Horizontal  Position. 

Jumping-Jack. 

Jump  lightly,  landing  on  the  balls  of  the  feet  with  the  legs 
spread  apart  sideways,  and  at  the  same  time  swing  arms  to 
a  horizontal  position  at  sides.  Swing  the  arms  downward, 
jumping  back  to  standing  position  on  the  signal  and. 
Kepeat  the  movements  four  times  in  succession. 

At  first  let  one  row  take  the  exercise,  followed  by  the  other 
rows  in  succession. 

Signals          .  .....        Jump.     Teacher  count. 

VIII.    Sitting. 


BLACKBOARD  ILLUSTRATION. 


SNOW   PLAY.  31 


SNOW  PLAY. 

THE  children  look  at  the  gray  clouds  overhead  to  see  if  it  is 
going  to  snow.  When  the  storm  begins,  they  imitate  the  fall 
of  the  flakes.  The  little  ones  kneel  to  pick  up  the  snow,  which 
they  make  into  hard  balls  and  throw  far  away.  When  cold 
they  jump  from  one  foot  to  the  other,  and  rub  their  hands 
briskly  together  to  warm  them.  Then  they  amuse  themselves 
by  watching  their  breath  freeze  in  the  frosty  air. 

I.  Head  Bending  Backward 6 

Hands  Clasped  on  Desk. 

Looking  at  Clouds. 

Take  position  of  Hands  Clasped  on  Desk.  Steadily  bend  the 
head  backward,  stretching  the  neck  in  front  and  raising  the 
chest.  Steadily  raise  to  erect  position. 

Signals      .        .  .  (Backward. 

\  Upward. 

II.  Arm  Raising  Obliquely  Upward        •  ...     8 

Falling  Snow. 

Raise  the  extended  arms  obliquely  upward,  with  wrists  lead- 
ing, and  lower  in  the  same  manner.  As  the  arms  descend, 
move  the  fingers  one  after  the  other.  Pupils  imitate 
teacher. 


32  SNOW   PLAY. 

III.    Rising. 

jy     (Kneeling 6 

(Arm  Exercise. 

Snow  Balling. 

Kneel  on  the  right  knee  and  pretend  to  pick  up  snow.  Rise, 
and  press  the  snow  into  a  ball.  Raise  right  arm  to  a 
position  for  throwing,  then  throw  with  force. 

Repeat,  kneeling  on  the  left  knee,  and  throw  with  the  left  arm. 

Down. 
Up. 

Signals •{  Press. 

Ready. 
(  Tlirow. 

V.  Running  in  Place. 

Hands  on  Hips. 

Warming  Feet. 
Take  position  of  Hands  on  Hips.     Spring  lightly  from  the  ball 

of  one  foot  to  the  ball  of  the  other,  keeping  the  body  erect 

and  raising  the  feet  high  in  the  back. 
At  first  let  one  row  take  the  exercise,  followed  by  the  others  in 

quick  succession. 

Position. 

Signals    .         , 

Hands  Down. 

VI.  Hand  Friction. 

Warm  tog  Hands. 

Place  the  palms  together  so  that  the  fingers  point  toward  the 
front,  and  rub  hands  briskly  together. 


SNOW  PLAY.  33 

"VII.    Breathing. 

Watching  Breath. 

Take  a  deep  breath  through  the  nose.    Exhale  slowly  through 
the  mouth  as  when  watching  the  breath  on  a  frosty  day. 

Signal Breathe. 

VIII.  Sitting. 

IX.  Game. 

Jack  Frost.  —  Page  74. 


BLACKBOARD   ILLUSTRATION. 


Birds  Learning  to  Fly. 


34 


BIRDS   LEARNING   TO   FLY.  35 


BIRDS  LEARNINa   TO  FLY. 

SOME  young  birds  in  their  nest  are  learning  to  fly.  First 
the  mother  bird  shows  them  how  to  use  their  wings.  Before 
venturing  out  the  little  ones  turn  their  heads  and  look  up  at 
the  sky  to  see  if  the  weather  is  fair.  Then  they  bend  from 
side  to  side  and  look  over  the  edge  of  the  nest,  measuring  the 
distance  to  the  ground.  At  last  leaving  their  home,  the  young 
birds  hop  on  the  branches  first  with  one  foot,  and  then  the 
other,  and  finally  spread  their  wings  and  fly  away.  Returning 
tired  and  warm,  they  lift  their  little  wings  and  breathe  deeply. 

I.  Arm  Raising  Sideways        ........       8 

Flying  Motion. 

liaise  and  lower  the  arms  at  the  sides,  keeping  them  extended. 
Carry  the  hands  loosely  and  let  the  wrists  lead. 

Signals  {  UP- 

(  Down. 

II.  Head  Turning  and  Bending  Backward     ....       8 

Looking  up  at  Sky. 

While  turning  the  head  to  the  right,  bend  it  backward  so  as  to 
look  up.  In  the  same  manner  turn  to  the  left  and  look  up. 
Turn  alternately  from  right  to  left. 


Signals  .  .  '    Front. 

(Left.    ) 

III.    Sitting  Trunk  Bending  Right  and  Left  ....       8 
Hands  on  Hips. 

Looking  Over  Edge  of  Nest. 


36  BIRDS  LEARNING  TO  FLY. 

Take  position  of  Hands  on  Hips.  Keeping  the  feet  firmly 
placed  upon  the  floor,  and  chest  up,  bend  the  trunk  alter- 
nately from  right  to  left,  at  the  same  time  turning  the  head 
from  right  to  left. 

Position. 

'Signals      .  .  .     (Eight.)  Up 

Hands  Down.  (Left.    } 


IV.  Rising. 

V.  Hopping  on  One  Foot. 

Hands  on  Hips. 

Take  position  of  Hands  on  Hips.     Raise  the  left  foot  backward 

and  hop  lightly  four  times  on  the  toes  of  the  right  foot. 

Without  stopping  hop  on  the  left  foot  four  times.     Repeat 

the  whole  two  or  three  times. 
At  first  let  two  rows  take  the  exercise,  followed  by  the  others 

in  quick  succession. 

Signals Hop.     Teacher  count  four. 

VI      ( Running. 

-  (Arm  Raising  Sideways. 

Flying. 

Run  lightly  on  the  toes  around  the  room  and  up  to  places,  tak- 
ing the  exercise  of  Arm  Raising  Sideways. 

Let  one  row  take  the  exercise,  followed  by  the  other  rows  iu 
quick  succession. 

Signal        . Fly. 


BIRDS   LEARNING   TO   FLY.  37 

„,,      (Breathing 6 

(Elbow  Movement. 

Raising  Wings. 

With  forearms  hanging  relaxed  raise  the  elbows  in  front  as 
high  as  the  shoulders,  then  lower  the  arras.  Inhale  as  the 
elbows  are  raised.  Exhale  as  they  are  lowered. 

Signals  ....  .         .        \Inhale. 

(Exhale. 

VIII.  Sitting. 

IX.  Game. 

Race  —  Placing  Objects.  —  Page  74. 


BLACKBOARD  ILLUSTRATION. 


A  WALK  IX   THE   ORCHARD.  39 


A   WALK  IN  THE  ORCHARD. 

ON  a  warm  bright  day  in  spring  some  boys  and  girls  start 
for  a  walk  through  the  orchard.  Stopping  to  pick  the  blos- 
soms, they  stand  with  a  row  of  apple  trees  at  the  right.  When 
they  see  the  blooms  so  far  overhead  they  rise  on  their  toes 
and  stretch  their  arms  up  to  reach  them.  After  a  large  bunch 
has  been  picked  they  inhale  the  sweet  odor.  On  the  road 
home  two  large  stumps  tempt  the  boys  and  girls  to  stop  and 
have  a  little  fun  at  vaulting. 

I.  Rising. 

II.  Distance  for  Walking. 
Signals : 

Measure.  —  Keeping  the  arms  parallel,  raise  them  to  a  horizon- 
tal position  in  front,  with  palms  facing  the  floor. 

Step.  —  With  arms  extended,  step  forward  until  tips  of  fin- 
gers touch  the  back  of  the  pupil  in  front. 

Arms  Down  —  Lower  arms. 

III.  Walking. 

Whole  school  walk  around  the  room  with  heads  erect  and 
arms  hanging  loosely  at  sides.  Walk  directly  behind  the 
one  in  front,  keeping  the  distance  of  the  length  of  the 
arm.  Turn  square  corners. 

Pupils  halt  and  take  Exercises  IV.  and  V.  while  standing  in 
position  around  the  room. 


40  A   WALK  IN   THE  ORCHARD. 

(Arm  Stretching  Upward. 

IV.  \  Head  Bending  Backward 

1  Rising  on  Toes. 

Picking  Fruit  Blossoms. 

Stretch  the  right  arm  upward  as  if  reaching  for  a  blossom ; 
at  the  same  time  bend  the  head  backward  and  rise  on 
toes.  While  lowering  heels  and  raising  head,  cany  the 
blossom  to  the  left  hand  held  in  front,  with  elbow  bent 
at  side.  Repeat  a  number  of  times. 

Repeat,    reaching   with    left    arm,    after   putting    flowers    in 

right  hand  on  the  signal  change. 
Signals Teacher  count. 

V.  Breathing 8 

Smelling  Blossoms. 

Raise  the  imaginary  blossoms  in  front  of  nose  and  pretend 
to  smell,  taking  a  deep  breath. 

Signal .         .         .         .         Smell, 

VI.  Vaulting  Sideways. 

Jumping  Over  Stumps  and  Logs. 

Place  two  chairs  about  three  feet  apart  in  front  of  room, 
facing  the  class.  Let  a  child  hold  the  back  of  each 
chair,  keeping  it  stationary. 

Continue  the  walking.  Children  in  turn  coining  to  the  chair, 
when  within  a  foot  of  it  place  hands  flat  on  the  seat, 
with  elbows  straight,  and  spring  sideways,  making  a  large 
leap  and  landing  on  the  toes.  Immediately  place  hands- 
on  second  chair  and  jump  again.  Continue  walking  around 
the  room  and  repeat  the  exercise  with  chairs  reversed. 
Finally  walk  up  aisles  to  places. 


A  WALK  IN  THE  ORCHARD.  41 

VII.  Game. 

"/  Say  Stoop."  —  Page  73. 

VIII.  Sitting. 


BLACKBOARD   ILLUSTRATION. 


'WMiffl^  I 


A   PICNIC.  43 


A  PICNIC. 

SOME  boys  and  girls  are  on  a  picnic  across  the  river. 
After  lunch  all  go  out  on  the  water  in  a  row  boat.  They 
lean  over  the  side  of  the  boat  and  play  in  the  water  by  drag- 
ging their  hands  back  and  forth  and  then  shaking  off  the  drops. 
Tired  of  this,  they  now  row  to  shore,  and  the  children  leave  the 
boat  and  walk  home.  On  their  way  they  kneel  and  pick  dande- 
lion seeds,  blowing  them  with  deep  breaths  to  tell  the  time  of 
day.  Finding  that  it  is  getting  late,  they  run  home. 

rR. 

I.  Wrist  Leading  Movement  .  .         .         .         .         4  \  L. 

IB. 

Playing  in  Water. 

With  arm  hanging  at  side,  drag  the  hand  forward  and 
backward  as  if  through  water.  .  Look  at  the  hand  and 
notice  that  the  wrist  leads.  Finally,  all  sit  erect,  close 
the  eyes,  and  drag  both  hands  back  and  forth,  trying  to 
feel  the  water. 

Signals  (Forward. 

( Backward. 

rR. 

II.  Hand  Relaxing    . 4  i  I- 

IB. 
Shaking  off  Drops  of  Water. 

Shake  the  hand  rapidly,  making  the  fingers  fly  as  if  shaking 
drops  of  water  from  the  fingers.     Alternate  this  with  the 
previous  exercise. 
Signal     .         .         .         .         „"" Shake. 

III.  Rowing  Motion  ...  .  8-12 

Take  position  of  elbows  at  sides,  with  hands  closed  as  if 
holding  oars.  Keeping  the  head  and  chest  up,  bend  for- 


44  A   PICNIC. 

ward  from  the  hips  and  at  the  same  time  extend  the 
arms  in  front.  Now  bend  the  trunk  backward  holding 
chest  up,  and  pull  backward  with  the  arms  as  if  pulling 
oars  through  water. 

Position. 

Signals "-.        .      \F°™<*r<*>-\  Upriffht. 

Hands  Down. 

IV.  Rising. 

V.  Walking. 

Teacher  pay  special  attention  to  keeping  the  distance  of  the 
arm's  length  between  pupils,  and  their  eyes  looking  front. 
Criticise  individually  the  carriage  of  the  body. 

VI      [Kneeling  .       .       .       '.       ,•  '--..        .       3JJ 

1  Breathing. 

Picking  and  Blowing  Dandelion  Seeds. 

Kneel  'and  pretend  to  pick  a  ripe  dandelion.  Rise  and  bring 
hand  to  position  in  front  of  mouth.  Blow  as  if  blowing 

the  dandelion  seeds  into  air  to  find  the  time  of  day. 

,          '( 

Signals          .  .         Down.     Up.     )Mwte- 

(Blow.    , 

VII.  Running  Around  Room. 

Elbows  Bent  at  Sides,  Hands  Closed. 

Bend  elbows  at  sides,  with  hands  closed.  One  row  at  a  time 
run  in  place  for  a  moment,  then,  keeping  step,  with  head 
and  chest  up  run  around  room  and  up  aisle  to  place,  fol- 
lowed by  the  other  rows  in  quick  succession. 

Position. 
Signals       ....  ...-..( Left.    )  Run 

Hands  Down.  \  Right. ' 

VIII.  Sitting. 


« FOLLOW  MY   LEADER."  45 


"FOLLOW  MY  LEADER." 

A  LEADER  is  chosen,  and  the  children  in  line  follow  him  as  he 
walks  around  the  room.  Each  movement  made  by  the  leader  is 
imitated  by  the  one  directly  behind  and  by  each  child  in  succes- 
sion. The  leader  may  in  any  order  he  chooses  take  the  following 
movements  and  also  originate  others.  Each  movement  should  be 
repeated  a  number  of  times  before  changing. 

I.  Rising. 

II.  Walking. 

Walk  until  whole  school  is  around  the  room. 

III.  Jumping  and  Touching  a  High  Point. 

Choose  a  point  high  on  the  blackboard,  door,  or  window  frame. 
Stretching  the  arms  upward,  jump  lightly  on  the  toes,  and 
touch  this  point  with  both  hands. . 

IV.  Sitting  in  Chairs. 

Sit  from  one  side  and  rise  from  the  other  side  of  each  chair  in 
a  row  across  the  room. 

V.  Walking  Sideways. 

Place  hands  on  hips,  turn  toward  the  centre  of  the  room,  and 
walk  sideways. 

VI.  Skipping  Sideways. 

Facing  the  centre  of  the  room,  skip  sideways  lightly  on  the 
toes,  with  hands  on  hips. 


46  "FOLLOW  MY   LEADER." 

VII.  Passing  Between  Desks  and  Chairs. 

With  face  to  the  front,  cross  the  room,  stepping  between  desks 
and  chairs. 

VIII.  Fingers  Touching  Overhead. 

Swing  arms  sideways  and  hold  them  high  overhead,  with 
ringers  touching  each  other. 

IX.  Vaulting  Over  Seats. 

Placing  one  hand  on  desk  in  front  of  seat  and  the  other  on 
desk  behind,  jump  over  the  seat,  alighting  on  the  toes. 
Vault  successively  over  a  number  "of  seats,  making  a  zigzag 
line. 

X.  Hand  Clapping. 

Clap  hands  lightly  in  time  used  for  drum  beating.  Finally 
walk  up  aisles  to  places. 

XI.  Sitting. 


\ 

BLACKBOARD  ILLUSTRATION. 


A  Trip  to  the  "Zoo." 
48 


SECOND  YEAR. 

A    TRIP   TO   THE  "ZOO." 

SOME  children  take  a  walk  to  the  Zoological  park,  and  have 
great  fun  afterward  "making  believe."  They  blow  up  and 
burst  their  peanut  bags  with  a  loud  noise.  They  imitate  the 
movements  of  the  different  animals  seen  during  their  trip, 
turning  their  heads  as  the  prairie  dogs  do  when  startled,  and 
bending  their  bodies  to  show  the  restless  motion  of  the  tiger 
looking  out  of  his  cage.  At  last  they  swing  their  arms  over- 
head and  sideways  as  the  elephant  swings  his  trunk,  and  jump 
like  the  awkward  kangaroo. 

I.  Rising. 

II.  Distance  for  Walking. 

Signals : 

Measure.  —  Keeping  the  arms  parallel,  raise  them  to  a  hori- 
zontal position  in  front,  with  palms  facing  the  floor. 

Step.  —  With'  arms  extended,  step  forward  until  tips  of  fingers 
touch  the  back  of  the  pupil  in  front. 

Arms  Down.  —  Lower  arms. 

40 


50  A   TRIP  TO   THE   "ZOO." 

III.  Walking. 

Whole  school  walk  around  the  room  with  heads  erect  and  arms 
hanging  loosely  at  sides.  Walk  directly  behind  the  one  in 
front,  keeping  the  distance  of  the  length  of  the  arm.  Turn 
square  corners.  Finally  walk  up  aisles  to  places. 

IV.  Breathing          . 6 

Inflating  a  Bag. 

Inhale  and  at  same  time  raise  hand  to  mouth.  Blow  through 
opening  made  by  the  thumb  and  first  finger,  as  if  blowing 
into  a  bag.  Take  a  position  for  striking,  with  elbows  bent 
at  sides,  then  strike  the  imaginary  bag  against  the  hand. 

Inhale. 


Signals 


Blow. 
Ready. 
,  Strike. 


V.    Head  Turning  ...........       6 

Prairie  Dog. 

Keeping  the  head  erect,  turn  it  steadily  toward  the  right,  then. 
alternately  from  right  to  left. 

Signals        .........     i****'    Front. 


VI.    Trunk  Bending  Obliquely  Forward  -      •-.  6JL.'}Alt- 

Hands  on  Hips. 

Tiger. 

Take  position  of  Hands  on  Hips.  Keeping  the  head  and  chest 
up,  bend  the  trunk  from  the  hips  obliquely  forward  toward 
the  right.  Return  to  erect  position,  and  with  a  continuous 
motion  bend  obliquely  forward  toward  the  left.  Return  to 
erect  position  and  repeat  the  movement. 


A  TRIP  TO   THE   "ZOO."  51 

Position. 


Signals 

Hands  Down. 

VII.  Arm  Swinging  Overhead  and  Sideways       ...       6 

Hands  Clasped  Down  in  Front. 

Elephant. 

Take  position  of  Hands  Clasped  Down  in  Front  with  palms 
together.  Swing  the  arms  loosely  forward  and  upward 
until  high  overhead,  and  then  downward. 

Position. 

Signals          .  ....  )  Q>- 

(  Down. 

Turning  slightly  at  the  ankles,  and  keeping  the  hands  clasped, 
swing  arms  upward  and  downward  continuously  from  right 
to  left. 

cc       i  (  Rinlit. )  _, 

Signals  ....  .     j      J      -  stop. 

Hands  Down. 

VIII.  Hopping  on  Both  Feet        .       .       .       ..    •  .      ..       4  Rep. 

Elbows  Bent  at  Sides. 
Kangaroo. 

Take  a  position  of  the  elbows  bent  at  sides  with  hands  relaxed 
in  front.  Bending  and  separating  the  knees,  spring  lightly 
forward  on  the  toes  four  times.  Turn,  and  in  the  same 
manner  hop  back  to  seat.  The  heels  should  be  kept  together. 

Alternate  rows  across  the  room  from  right  to  left  may  take 
the  exercise  together  first,  while  other  rows  are  seated. 

Position. 

Signals      .  .  .  H°P;, 

__      .     _,  I  Tr.  count  four. 

Hands  Down. 


52  A  TRIP  TO  THE  "ZOO." 

IX.  Sitting. 

X.  Game. 

Throwing  Bags  into  Ring.  — Page  76. 


BEAN   BAG  EXERCISES.  53 


BEAN  BAa  EXERCISES. 

THE  most  desirable  bean  bags  are  made  of  bright  red  galatea 
cloth.  They  are  about  five  inches  square  when  finished  and 
contain  almost  a  pint  of  beans. 

Let  one  child  in  each  row  count  the  children  in  his  row, 
run  to  the  box  for  the  necessary  number  of  bags,  and  place 
one  on  each  desk  so  that  one  side  of  bag  is  at  the  right  edge 
of  the  desk. 

I.  Rising. 

II.  Drill  on  Taking  Bean  Bags. 

Before  beginning  any  exercise,  the  bag  is  held  with  both  hands 
at  diagonally  opposite  corners  down  in  front,  other  corners 
pointing  up  and  down.  Pupils  obey  the  following  direc- 
tions after  the  preparatory  command  Bag  Down  in  Front, 
or  Bag  on  Desk. 

Bag  Down  in  Front. 
Signals : 

One.  —  Turn  at  the  ankles  and  grasp  diagonally  opposite  cor- 
ners of  bag,  taking  the  upper  right  hand  corner  with  right 
hand. 

Two.  —  Turn  to  the  front,  bringing  bag  down  in  front. 

Bag  on  Desk. 

One.  —  Turn  at  the  ankles  and  place  bag  on  desk  in  the  posi- 
tion from  which  taken. 

Two.  —  Turn  to  the  front,  dropping  hands  to  sides. 


54  BEAN  BAG  EXERCISES. 

III.  Bag  Swinging  on  Head         . 1O 

Keeping  the  head  erect,  swing  bag  upward  to  a  diagonal  posi- 
tion on  head  and  hold  elbows  well  back.     Swing  bag  down- 
ward. 
Signals  ........      Teacher  count. 

IV.  Breathing. 

Take  two  deep  breaths  after  each  exercise. 

( Bag  Dropping  on  Floor 6 

V.  I  Knee  Bending  and  Trunk  Bending  Forward. 
[Picking  up  Bag. 

Starting  Position.  —  Elbows  Bent  Higli  as  Shoulder. 
Raise  bag  to  a  horizontal  position  in  front  of  chest  with  elbows 
bent  at  height  of  shoulders.  Without  moving  the  arms, 
drop  bag  on  floor.  Bending  and  separating  the  knees, 
lower  the  body  and  grasp  diagonally  opposite  corners  of 
bag.  Rise,  bringing  bag  to  starting  position. 

Position.  ( Drop. 

Signals |  Down. 

Arms  Down.  $' 

VI.  Bag  Tossing  Upward  with  Both  Hands    .       .       .        8-16 

Starting  Position.  —  Elboivs  Bent  at  Sides. 
Take  a  position  of  elbows  bent  at  sides,  with  bag  resting  on 
hands.     Toss  it  in  a  vertical  direction  either  one,  two,  or 
three  feet  high,  letting  it   turn    over.     Catch  it  in   both 
hands. 

Position. 
Signals Toss.     Teacher  count. 

Arms  Down. 

VII.  Game. 

Race  —  Placing  Bags  in  Piles. — Page  75. 


BLACKBOARD  ILLUSTRATION. 


Santa  Claus'  Visit. 
56 


SANTA   CLAUS'   VISIT.  57 


SANTA    CLAUS'    VISIT. 

ON  Christmas  Eve  Santa  Glaus  comes  driving  over  the  snow 
to  the  house-tops.  He  pulls  in  his  galloping  reindeer  and  alights 
from  the  sleigh.  Before  shouldering  his  pack,  the  little  man  rubs 
his  hands  together  and  jumps  from  one  foot  to  the  other  to  warm 
himself.  The  swift  ride  and  great  exertion  make  him  take  many 
quick  deep  breaths.  After  descending  the  chimney,  the  jolly  old 
fellow  bends  his  head  from  right  to  left  to  read  the  names  pinned 
on  the  side  of  the  stockings,  then  taking  from  his  pack  presents  for 
each,  places  them  on  the  floor.  Finally  he  climbs  up  the  chimney 
by  means  of  a  rope  and  drives  away. 

I.  Chest  Stretching 8 

Starting  Position.  —  Arms  Horizontal  in  Front,  Hands  Closed. 

Driving. 

Raise  arms  to  a  horizontal  position  in  front  with  hands  closed. 
Stretch  the  chest  by  pushing  the  elbows  backward  as  far  as 
possible  with  forearms  close  to  the  sides,  as  if  pulling  in 
reins.  Return  to  starting  position. 

Position. 

Signals Teacher  count. 

Arms  Down. 

II.  Rising. 

III.  Hand  Friction 4 

Elbows  Bent  at  Sides,  Palms  Together. 
Warming  Hands. 


58  SANTA  CLAUS'  VISIT. 

With  elbows  at  sides,  place  palms  together  so  that  the  fingers 
point  toward  the  front.  Kub  palms  briskly  together.  Vary 
the  exercise  by  pointing  the  fingers  upward. 

Position. 

Signals  .  (Rub. 

\  Stop. 
Hands  Down. 

IV.  Running  in  Place. 

Elbows  Bent  at  Sides,  Hands  Closed. 

Warming  Feet. 

Bend  elbows  far  back  at  sides,  with  hands  closed  and  forearms 
horizontal.  Keeping  the  body  erect,  spring  lightly  from 
the  ball  of  one  foot  to  the  ball  of  the  other,  without  letting 
the  knees  come  forward. 

Position. 

Signals        /       .  .  EunJ^'    \Halt. 

\  Right.  ( 

Hands  Down. 

V.  Breathing 6 

Quick  Exhalation  Through  Open  Mouth. 

Take  in  a  deep  breath  through  the  nostrils.  Force  the  air 
quickly  out  through  the  open  mouth. 

Signals  | Inhale- 

( Exhale. 

VI.  Head  Bending  Right  and  Left 6{i.'. 

Reading  Names. 

Keeping  the  face  front,  bend  the  head  alternately  from  right 
to  left  with  a  steady  motion. 

Signals         .        .       '.        .        .        .        .        .  [R 

( Left. 


SANTA   CLAUS'  VISIT.  59 

f  T? 

VII.  Trunk  Bending  Forward  and  Downward      .       .       6j 

Starting  Position.  —  Hand  on  Shoulder. 

Placing  Presents  on  Floor. 

Kaise  right  hand  to  left  shoulder.     Keeping  the  knees  straight, 
bend  the  trunk  forward  and  downward,  and  at  the  same  time 
stretch  the  right  arm  downward.     Keturn  to  erect  position, 
bringing  hand  to  same  shoulder. 
Eepeat  with  left  arm,  raising  hand  to  right  shoulder. 
Position. 

Signals (Down. 

Hand  Down.  UP' 

VIII.  Arm  Stretching  Upward 6JL.' 

Climbing  a  Rope. 

Looking  up,  stretch  right  arm  upward  and  raise  left  hand  in 
front  of  chest,  taking  a  position  as  if  grasping  a  rope. 
Pull  in  a  straight  line  downward  with  the  right  arm  and 
at  the  same  time  stretch  upward  with  the  left.  Pull  with 
the  left,  raising  the  right  arm. 

Position, 

Signals      .......**....        Pull 

Hand  Down. 


IX.  Sitting. 

X.  Game. 


Squat  Tag. — Page  77. 


BLACKBOARD  ILLUSTRATION. 


60 


WINTER   WORK   AND   PLAY.  61 


WINTER    WORK  AND  PLAY. 

IT  is  a  winter's  day,  and  as  the  snow  comes  down,  the 
children  look  up  and  let  the  whirling  flakes  fall  on  their 
faces.  Boys  and  girls  shovel  deep  drifts  from  the  walks  until 
they  are  so  cold  they  have  to  blow  into  their  hands  to  warm 
them,  and  swing  their  arms  across  their  chests  as  they  have 
seen  coachmen  do.  When  playtime  comes,  all  start  to  walk 
around  the  block,  dragging  their  sleds  behind  them,  until  Jack 
Frost  makes  them  break  into  a  brisk  run  home. 

I.  Rising. 

II.  Head  Bending  Backward 6 

Arm£  Folded  Behind. 

Looking  up  at  Snowflakes. 

Take  position  of  Arms  Folded  Behind.  Steadily  bend  the 
head  backward,  stretching  the  neck  in  front  and  raising 
the  chest. 

Signals.         .         . ,          (Backward. 

\  Upward. 

III.  Trunk  Turning  and  Bending  Forward    .       .    .  .       4  Rep. 

Shovelling  Snow. 
Place  the  right  foot  back  and  take  position  of  arms  as  if 

holding  long  handle  of  a  snow  shovel. 
Bend  forward  and  push  arms  forward,  making   a  motion  of 

shovelling  snow.     Toss  it  on  an  imaginary  pile,  then  return 

to  starting  position. 
On   the   signal   Doicn,   replace    the    foot    and    lower    hands. 

Repeat,  placing  the  left  foot  back. 


62  WINTER  WORK   AND   PLAY. 

Position, 
Signals      .        .-,••.      _.—;;^      •         •         ..       •         .          j  Toss. 

Arms  Down.  I  Return. 

IV.  Breathing  .       ..-.';•-..       .       .-,••.-     .       6 

Warming  Hands  with  Breath. 

Raise  clasped  hands  to  mouth.  Inhale  through  the  nose, 
and  blow  warm  air  into  hands. 

Hands  Up. 
Signals        .         ...         .         .         .         .         i        ,  >-     Inhale. 

)  Blow. 
Hands  Down. 

V.  Arm  Swinging  Across  Chest 8 

Warming  Body. 

Starting  with  the  arms  far  back,  swing  them  loosely  across 
chest,  striking  shoulders.  Eepeat  several  times  in  suc- 
cession. 

Signal       ........   Swing.     Teacher  count. 

VI.  Walking  and  Running. 

Hands  Clasped  Behind. 
Pulling  Sled. 

Take  position  of  Hands  Clasped  Behind.  Whole  school  walk 
around  room,  then  halt.  All  run  lightly  in  place  for  a 
moment,  then  keeping  step,  run  around  the  room.  In 
running,  keep  a  good  distance  and  hold  chest  up  and  head 
erect.  Finally,  run  up  aisles  to  places. 

If  it  is  not  practicable  for  the  whole  school  to  run  at  once, 
let  one  row  at  a  time  run  up  aisle  to  place. 

Position. 

•  *&. 

Hands  Down. 


WINTER  WORK   AND   PLAY.  63 

VII.  Game. 

Race  —  Passing  Bags.  — Page  73. 

VIII.  Sitting. 


64  BEAN   BAG  EXERCISES. 


BEAN  BAG-  EXERCISES. 

I.  Rising. 

II.  Drill  on  Placing  Bag  on  Head. 

Bags  having  been  taken  from  the  desk  on  two  counts,  pupils 
obey  the  following  directions  after  the  preparatory  com- 
mand, Bag  on  Head,  or  Bag  Down  in  Front. 

Bag  on  Head. 

Signals : 

One.  —  Place  bag  on  head  with  corner  in  front. 
Two.  —  Lower  arms. 

Bag  Down  in  Front. 
Signals : 

One.  —  Eaise  hands  to  bag  and  grasp  opposite  corners. 
Two.  —  Lower  bag  to  position  down  in  front. 

III.  Walking. 

Bag  on  Head. 

Children  place  bags  on  heads  as  in  above  drill,  walk  around 
the  room  following  directions  given  in  previous  lessons 
and  finally  walk  up  aisles  to  places. 

IV.  Bag  Tossing  to  Partners. 

Elbows  Bent  at  Sides. 
Pupils   in   every  other  row  place   bags  on  desks   on   signals 

which  have  been  given.     On  the   signal  Turn,  every  two 

rows  turn  and  face  each  other. 
Take  position  of  elbows  bent  at  sides  with  palms  up,  alternate 

rows  holding  bags.     Toss  bag  to  partner. 

Turn.     Position. 

Signals        .         .         .         •         •         •         •          Toss.     Teacher  count. 

Bag  Down.     Face. 


BEAN   BAG  EXERCISES.  65 

_,      ( Bag  Swinging  Overhead 12  j  £' 

(Trunk  Turning. 

Without  moving  the  feet,  turn  the  trunk  to  the  right  and 
at  the  same  time  swing  bag  high  overhead.  Immediately 
turn  the  trunk  to  the  left  while  swinging  the  bag  down- 
ward and  upward  again  overhead,  making  a  half  circle. 
Take  the  exercise  successively  with  a  swinging  motion. 

Signals       . 

VI.  Drill  on  Placing  Bag  on  Floor. 

Bag  on  Floor. 
Signals  : 

Down.  —  Kneel  on  right  knee  and  place  bag  on  floor. 
Up.  —  Rise  and  bring  heels  together. 

Taking  Sag. 

Down.  —  Kneel  and  grasp  opposite  corners  of  bag. 
Up.  —  Eise  with  bag  and  bring  heels  together. 

VII.  Jumping  Over  Bags 4  Rep. 

Bag  on  Floor. 

Kneel  and  place  bag  on  floor  as  in  above  drill. 
With  heels  together  jump  forward  lightly  on  toes  over  four 

bags   in   succession.     Turn  on  the  balls  of  the  feet  and 

jump  back  to  starting-place.     Turn  and  face  the  front. 
Alternate  rows  across  the  room  may  take  the  exercise  together 

first,  while  other  rows  are  seated.     Children  in  front  seats 

may  jump  over  chalk  marks. 
Signals Jump.     Teacher  count  four. 

VIII.  Sitting. 

IX.  Game. 

Race.  —  Picking  up  Bags.  —  Page  75. 


BLACKBOARD  ILLUSTRATION. 


A  Country  Visit. 


A  COUNTRY  VISIT.  67 


A    COUNTRY  VISIT. 

IT  is  a  beautiful  spring  day  and  some  boys  and  girls  have  come 
to  the  country  to  visit  their  grandfather  who  meets  them  at  the 
station  with  his  carriage.  As  they  drive  along,  they  bow  pleas- 
antly to  the  people  passing  on  each  side  of  the  road.  When  they 
reach  the  house  and  jump  from  the  carriage  the  sight  of  a  large 
pump  in  the  yard  reminds  them  they  are  very  thirsty.  Then  all 
pump  until  their  fingers  are  so  stiff  they  have  to  shake  them 
vigorously.  From  then  until  dinner,  they  blow  the  pinwheels 
their  grandfather  gave  them,  swim  in  the  river,  and  skip  on 
the  lawn. 

r  T> 

I.  Head  Half  Turning  and  Bending  Forward        .       .       6  |L* 

Bowing. 

Turn  the  head  half  way  to  the  right,  and  from  this  position 
bend  it  forward.  With  a  continuous  motion,  raise,  turn  it 
half  way  to  the  left,  and  bend  in  that  direction.  Bow  alter- 
nately from  left  to  right. 

Signals        .  ...  (Right  as  Left. 

I          Up. 

II.  Rising. 

,,,.      ( Trunk  Bending  Forward 8 

(Arm  Thrusting  Downward. 

Starting  Position.  —  Elboivs  Bent  High  as  Shoulders. 

Pumping. 

Raise  closed  hands  to  position  in  front  of  chest  with  elbows 
as  high  as  shoulders. 


68  A   COUNTRY   VISIT. 

Bend  the  trunk  forward,  keeping  the  head  and  chest  up,  and 
at  the  same  time  thrust  the  arms  downward.  Keturn  to 
starting  position. 

Position. 

Signals .        .        .       Teacher  count. 

Arms  Down. 

rR. 

IV.  Hand  Relaxing 3<L. 

IB. 

With  arms  hanging  at  sides,  shake  fingers  and  hands  vigorously 
in  all  directions. 

Signals  [Shake. 

(Stop. 

V.  Breathing 8 

Blowing  a  Pinwheel. 
Raise    right   hand  with    first    finger   pointing  upward  as   if 

holding  a  pinwheel  in  front  of  mouth.     Blow  slowly  as  if 

making  a  pinwheel  go  round  as  long  as  possible  with  one 

breath. 
Ask  children  to  make  pinwheels  at  home  and  bring  them  to 

the  class  to  blow. 

Position. 

Signals Bloiv. 

Hand  Down. 

VI.  Swimming  Motion 4  Rep 

Place  palms  together  in  front  with  elbows  at  sides  and  fingers 
pointing  forward. 

Position. 
Signals : 

One.  —  Push  hands  forward  as  far  as  possible,  keeping  the 
palms  together. 


A   COUNTRY  VISIT.  69 

Two.  —  Move  the   arms   horizontally   backward,   turning  the 

palms  toward  the  back. 
Three.  —  Return  to  starting  position. 

Hands  Down. 

VII.  Skipping  Sideways. 

Hands  on  Hips. 

Holding  Hands  of  Pupils  at  Sides. 

Grasping  Hands  of  Opposite  Partner. 

On  the  signal  Turn,  pupils  turn  toward  their  left  on  the  balls 
of  the  feet  and  face  the  side  of  the  room,  or  every  two  rows 
turn  and  face  each  other  for  the  third  position.  Choose  one 
of  the  above  positions,  using  different  ones  for  variety. 

Skip  sideways  lightly  on  the  toes,  up  the  aisle,  around  the 
room  and  back  to  place.  Let  the  row  farthest  to  the  left 
of  the  teacher  start  first,  followed  by  the  others  in  quick 
succession. 

Turn.     Position. 
Signals Skip.     Teacher  count  four. 

Hands  Down.     Face. 

VIII.  Sitting. 

IX.  Game. 

Changing  Seats.  —  Page  76. 


BLACKBOARD  ILLUSTRATION. 


u. 


"FOLLOW  MY  LEADER."  71 


"FOLLOW  MY  LEADER." 

A  LEADER  is  chosen,  and  the  children  in  line  follow  him  as  he 
walks  around  the  room.  Each  movement  made  by  the  leader  is 
imitated  by  the  one  directly  behind  and  by  each  child  in  succes- 
sion. The  leader  may  in  any  order  he  chooses  take  the  following 
movements,  and  also  originate  others.  Each  movement  should  be 
repeated  a  number  of  times  before  changing. 

I.  Rising. 

II.  Walking. 

Walk  around  room,  then  in  and  out  aisles. 

III.  Hopping  on  One  Foot. 

Hop  on  the  toes  of  one  foot  six  or  eight  times,  then  hop  the 
same  number  of  times  on  the  other  foot. 

IV.  Vaulting  Sideways. 

Beginning  at  the  corner  desk,  place  hands  on  desk  and  vaxilt 
lightly  sideways.  Repeat  a  number  of  times,  placing 
hands  on  every  other  desk. 

V.  Hand  Clapping  Over  Head. 

Swing  arms  upward  at  the  sides,  and  clap  hands  over  head. 
Repeat  a  number  of  times. 

VI.  Vaulting  Over  Seats. 

Placing  one  hand  on  desk  in  front  of  seat  and  the  other  on 
desk  behind,  jump  over  the  seat,  alighting  on  the  toes. 
Vault  successively  over  a  number  of  seats,  making  a  zigzag 
line. 


72  "FOLLOW   MY   LEADER." 

VII.  Touching  Book  on  Floor. 

Without  bending  the  knees  touch  four  books  placed  on  the 
floor  at  a  distance  of  four  feet  apart. 

VIII.  Jumping  and  Sitting  on  Number  Table. 

Jump  and  sit  on  number  table  at  nearest  end,  then  immedi- 
ately jump  lightly  down.  Repeat,  jumping  and  sitting  on 
the  other  end. 

IX.  Skipping  Forward. 

Place  hands  on  hips  and  skip  forward  lightly  on  the  toes. 

X.  Jumping  and  Touching  a  High  Point. 

Choose  a  point  high  on  the  blackboard,  door,  or  window  frame. 
Stretching  the  arms  upward,  jump  lightly  on  the  toes  and 
touch  this  point  with  both  hands.  Choose  other  points  and 
repeat  the  movement. 

XI.  Hand  Clapping. 

Clap  hands  lightly  in  time  used  in  drum-beating.  Walk  up 
aisles  to  places. 

XII.  Sitting. 


SCHOOLROOM   PLAYS. 

"/  SAY  STOOP." 

TEACHER  says  to  class,  "I  say  stoop."  Upon  the  word  stoop, 
the  teacher  and  children  stoop  and  immediately  rise.  The  words 
and  the  motion  are  repeated  a  number  of  times  until  the  teacher 
says,  "  I  say  stand,"  upon  which  the  children  are  to  remain  stand- 
ing while  the  teacher  stoops.  The  children  who  stoop  on  the 
word  stand  are  caught.  The  play  goes  on  as  long  as  is  desired. 

RACE—TOUCHINa    WALL, 

CHILDREN  in  front  row  rise  and  face  the  back  of  the  room. 
After  the  signals,  Ready,  Run,  they  run  to  the  back  of  the 
room,  place  both  hands  against  the  wall,  turn  and  run  back  to 
seats.  The  child  who  first  reaches  his  seat  and  sits,  wins  the  race. 
Each  row  across  the  room  runs,  until  all  the  children  have  played. 
Those  sitting  in  back  seats  may  run  to  the  front  wall. 

PASSINa  BAGS. 

PLACE  an  equal  number  of  bags  on  the  front  desk  of  each 
row.  Pupils  turn  on  the  balls  of  the  feet  and  face  the  side  of 
the  room.  On  the  signal  Start,  they  pass  one  bag  after  the  other 
rapidly  down  the  row,  the  last  child  piling  them  on  his  desk. 
The  row  doing  this  first  wins  the  race.  In  passing,  the  bags 
must  be  placed  in  the  hands  of  the  next  child,  and  not  placed  on 
the  desk.  Continue  the  game  by  passing  bags  4,o  the  front  desk. 

73 


74  SCHOOLROOM   PLAYS. 

RACE—PLACINa    OBJECTS. 

TEACHER  places  objects  in  the  front  of  the  room,  one  opposite 
each  aisle.  Children  in  front  row  rise.  On  the  signals,  Ready, 
Run,  each  runs  forward,  quickly  takes  his  object,  and  with  it 
runs  to  last  seat  in  his  row.  Leaving  it  there,  he  immediately 
runs  back  to  his  seat  and  sits.  The  child  who  first  reaches  his 
seat,  wins  the  race. 

Pupils  in  second  row  across  the  room,  rise  and  face  the  back 
of  the  room.  They  run  to  back  of  room,  get  objects,  quickly 
return  them  to  their  places  in  front  and  then  run  to  seats,  each 
one  trying  to  get  there  first.  Each  row  runs  until  all  the  children 
have  tried  the  game. 

JACK  FROST. 

TEACHER,  in  the  character  of  Jack  Frost,  makes  a  motion 
with  her  wand  pretending  to  touch  the  right  hands  of  the  chil- 
dren in  the  first  row  at  the  left.  They  turn  to  the  second  row 
and  say,  "Jack  Frost  came  this  way."  The  second  row  asks, 
"  What  did  he  do  ? "  The  first  row  of  children  replies,  "  He 
nipped  my  right  hand,  Oh ! "  and  immediately  each  child  in  the 
row  begins  to  shake  his  right  hand  rapidly.  The  second  row, 
being  touched,  turns  to  the  third  and  the  conversation  is  repeated. 
The  play  is  continued  until  every  one  is  shaking  his  right  hand. 
Then  Jack  Frost  nips  the  left  hands,  and  the  play  goes  on  until 
all  children  are  shaking  both  hands.  Finally  the  teacher  asks, 
"  Has  Jack  Frost  bitten  you  enough  ?  "  The  children  nod  assent 
and  immediately  drop  hands. 


SCHOOLROOM   PLAYS.  75' 

RACE—PLACINa  BAGS  IN  PILES. 
PUPILS  stand  holding  bags  down  in  front.  After  the  signals, 
Ready,  Run,  those  in  the  first  row  across  the  room  run  and  place 
bags  on  floor  in  front  of  each  aisle  and  close  to  the  wall.  Turn- 
ing, they  run  back  to  their  seats  and  sit.  The  child  who  first 
reaches  his  seat,  wins  the  race.  Other  rows  follow  in  turn,  each 
child  placing  his  bag  on  top  of  the  others,  making  an  orderly 

pile. 

SITTING   TAG. 

A  CHILD  is  chosen  for  every  two  rows,  to  be  "old  man,"  who 
takes  his  place  in  the  aisle  between  his  two  rows.  Teacher  claps 
her  hands,  whereupon  children  spring  out  of  their  seats,  but  must 
not  be  caught  standing  by  the  "  old  man  "  who  runs  up  and  down 
the  aisle.  If  one  is  touched  out  of  his  seat,  he  must  sit  and 
remain  seated  until  all  have  been  caught.  Those  who  have*  not 
yet  been  caught  when  the  teacher  claps  her  hand,  are  the  winners. 

RACE— PICKING    UP  BAGS. 

AN  equal  number  of  bags  are  left  or  placed  in  the  aisles,  one 
opposite  each  desk.  Pupils  in  front  seats  rise.  After  the  signals, 
Ready,  Run,  each  one  picks  up  the  bag  in  front  of  him,  runs 
forward  and  places  it  on  the  floor  in  front  of  his  aisle,  close  to 
the  wall.  He  quickly  turns,  runs  for  the  next  bag,  and  places  it 
on  the  first.  The  running  is  continued  until  all  the  bags  are 
collected.  The  child  who  first  reaches  his  seat,  wins  the  race. 

The  next  row  across  the  room  proceeds  to  race  by  placing  the 
bags  on  the  floor  in  same  places  from  which  taken,  returning  top 
bag  to  farthest  place  first.  Other  rows  across  the  room  race 
in  turn. 


76  SCHOOLROOM  PLAYS. 

CHANG  IN  a  SEATS. 

CHILDREN  are  seated  in  full  rows,  every  two  rows  playing 
together.  One  child  who  has  no  seat  stands  in  the  aisle  between 
his  two  rows.  Teacher  gives  one  clap  of  the  hands,  whereupon 
children  begin  to  exchange  seats  in  any  direction,  beckoning  to 
each  other.  The  child  who  is  without  a  seat  now  tries  to  steal 
into  one  when  its  occupant  is  in  the  act  of  changing,  and  if  he 
succeeds,  the  one  whose  seat  he  takes  now  goes  for  another  vacant 
seat.  The  play  is  kept  up  until  teacher  gives  two  claps,  hearing 
which,  all  run  to  their  own  seats. 


THROWING  BAGS  INTO  RING. 

• 

PLACE  four  bags  on  the  front  desk  of  each  row  and  draw 
or  keep  on  the  floor,  about  six  feet  in  front  of  each  aisle,  a 
ring  fourteen  inches  in  diameter.  Pupils  in  front  row  rise  and 
throw  the  four  bags  one  after  the  other,  trying  to  get  them  all 
entirely  within  the  circle.  After  counting  the  number  of  bags 
in  the  ring  not  touching  the  chalk  line,  children  run  to  the 
blackboard  in  front  of  each  aisle,  write  the  number,  then  quickly 
pick  up  the  bags,  place  them  on  the  front  desk  and  immediately 
sit.  After  front  row  sits  the  other  rows  across  the  room  rise, 
step  up  to  front  desk  and  throw  in  turn.  The  signals  Ready, 
Throw,  precede  the  throwing  of  each  bag.  The  figures  should  be 
written  on  the  board  in  a  column  to  be  added.  The  row  from 
front  to  back  which  gets  the  greatest  number  of  bags  entirely 
within  the  circle,  wins  the  game. 


SCHOOLROOM  PLAYS.  77 

SQUAT  TAa. 

CHILDREN  walk  in  line  around  the  room,  halt  and  face  the 
centre.  Four  lines  are  made,  one  on  each  side  of  the  room. 
Four  children  are  chosen,  one  for  each  line,  who  try  to  catch 
any  one  who  is  not  stooping.  When  "  it "  comes  near,  those  near 
him  stoop.  If  a  child  is  touched  when  standing,  he  becomes 
"it,"  while  the  one  who  caught  him  returns  to  his  place.  If 
necessary,  a  short  pointer  .or  ruler  may  be  used  for  touching. 

TOSSINa  BAG   TO   CAPTAIN. 

PUPILS  stand  around  the  room,  facing  the  centre.  A  cap- 
tain is  chosen  for  every  seven  children,  and  stands  a  short 
distance  in  front  of  his  line,  opposite  the  fourth  child. 

Each  captain  starts  with  a  bag.  He  tosses  it  to  the  first 
child  in  his  line.  After  being  returned  by  the  latter  it  is  thrown 
to  the  next  in  the  line,  and  so  on.  If  any  child  misses,  he  must 
go  to  the  foot,  the  others  moving  up.  If  the  captain  misses, 
he  also  must  go  to  the  foot,  the  first  pupil  taking  his  place. 


RECESS   PLAYS. 

THE  free  play  of  the  recess  can  be  made  to  supplement  the 
physical  training  of  the  schoolroom.  At  that  time  opportunity 
is  given  to  exercise  in  the  open  air  and  to  indulge  in  plays 
and  games  which  require  the  larger  free  space  of  the  play- 
ground or  playroom.  Children  might  be  encouraged  to  bring 
their  jumping  ropes,  balls,  and  hoops,  with  which  to  play  at  re- 
cess. It  is  often  possible  to  have  in  the  school  yard  a  sand  pile 
and  a  seesaw  for  the  youngest  children. 

The  following  games,  having  more  or  less  gymnastic  value, 
have  been  selected  as  the  most  desirable.  The  better  known 
traditional  games  which  all  children  love  to  play  have  been 
omitted.  The  games  selected  could  be  taught  by  the  older 
pupils  and  are  such  as  do  not  require  the  leadership  of  a 
teacher.  The  teacher  should  have  an  oversight,  but  ought  in 
no  way  to  interfere  with  the  spontaneity  of  the  child.  It  is 
well  to  let  the  children  make  such  changes  in  ways  of  playing 
as  they  wish  or  as  may  be  suggested  by  circumstances  and  sur- 
roundings. 

Having  such  guidance,  knowing  what  can  be  done  and  how 
to  do  it,  and  having  the  means  with  which  to  do  it,  pupils  can 
take  the  initiative  and  proceed  according  to  taste  or  inclina- 
tion, making  the  daily  fifteen  minutes  given  for  recess,  a  period 
of  physical  profit  as  well  as  mental  recreation. 

78 


RECESS  PLAYS.  79 


BUTTERCUPS  AND  DAFFODILS. 

Two  children  stand  facing  each  other,  and  raise  their  clasped 
hands  high  above  their  heads,  forming  an  arch.  The  other 
players  form  a  ring  and  skip  around  under  the  arch,  while 
the  two  forming  it  sing,  — 

"  We're  looking  about  for  a  daffodil, 

A  daffodil,  a  daffodil ; 
We're  looking  about  for  a  daffodil ; 
We've  found  one  here." 

On  the  word  here,  the  arms  are  lowered,  catching  the  one  pass- 
ing under  the  arch  at  that  moment.  The  song  continues, — 

"  We  find  one  here ;  we  find  one  here ; 
We're  looking  about  for  a  daffodil, 
And  find  one  here." 

One  of  the  children  forming  the  arch  now  joins  the  ring 
while  daffodil  takes  the  place,  calling  out  "buttercup,"  which 
is  the  name  of  the  next  flower  to  be  caught.  When  butter- 
cup is  caught  she  calls  out  the  name  of  her  favorite  flower, 
as  violet,  hyacinth,  etc.,  then  helps  daffodil  to  form  the  arch. 


RED  ROSE. 

PLAYERS  sit  or  stand  on  one  side  of  the  playroom  or 
school  yard,  which  may  be  marked  off  for  goals,  while  a  single 
player  is  stationed  half  way  between  the  goals.  The  latter 


80  RECESS  PLAYS. 

cries  out,  "  Red  rose,  red  rose,  see  where  Eddie  goes,"  where- 
upon Eddie  has  to  come  out  and  try  to  get  across  to  the 
other  side  without  being  caught  by  the  central  player.  If  he 
is  caught,  he  must  stay  in  the  middle  and  assist  in  catching 
the  next  one  called  for.  Those  who  succeed  in  crossing  over 
to  the  other  side  are  again  called  for,  and  the  play  goes  on 
until  all  are  in  the  middle.  The  one  caught  last  is  the  victor. 


SKIP  AWAY. 

CHILDREN  clasp  hands  and  form  a  ring,  outside  of  which 
is  a  child,  who  is  the  runner.  He  runs  around  the  ring  and 
touches  another  child,  who  immediately  drops  hands  and  runs 
in  the  opposite  direction.  On  meeting,  they  make  a  bow,  say 
"  Good  morning,"  or  exchange  some  courtesy,  then  each  hur- 
ries away  and  tries  to  reach  the  vacant  place  first.  The  one 
who  gets  there  last  becomes  the  next  runner. 


CHASINaERS. 

THIS  is  a  game  of  tag.  One  child,  chosen  by  counting  out, 
is  "it."  He  runs  and  finally  catches  another  child  who  is 
held  long  enough  for  him  to  say,  "One,  two,  three.  Go,  old 
man,  from  me,"  so  that  all  have  a  chance  to  see  the  one 
caught  and  know  that  he  is  now  "it."  The  game  can  be  con- 
tinued in  this  manner  indefinitely. 


RECESS  PLAYS.  81 


CHARLIE   OVER    THE   WATER. 

ALL  form  a   ring,  and,  as  they  dance  around  the  one  rep- 
resenting  Charlie,  say, — 

"  Charlie  over  the  water, 
Charlie  over  the  sea; 
Charlie  caught  a  black  fish, 
But  can't  catch  me." 

On  the  word  me,  all  stoop,  the  one  in  the  middle  trying  to 
touch  one  of  the  players  before  he  stoops.  If  he  succeeds,  the 
one  touched  now  becomes  "Charlie." 


SHEEP  AND    WOLF. 

A  PLACE  is  decided  upon  as  "home."  One  of  the  players, 
chosen  by  counting  out,  is  the  wolf,  who  hides  himself.  When 
he  is  hidden,  it  is  known  by  his  howling.  Other  players  are 
sheep,  who  walk  indifferently  around,  and  when  the  wolf  is 
discovered  the  cry  goes  up,  "  I  spy  a  wolf,"  whereupon  all 
run  for  home  followed  by  the  wolf,  who  tries  to  catch  one. 
The  one  caught  is  the  next  wolf. 

HERE  I  BREW  AND  HERE  I  RAKE. 

CHILDREN  clasp  hands  and  form  a  circle.  A  child  in  the 
centre  touches  one  pair  of  clasped  hands  and  says,  "Here  I 
brew,"  then  touches  some  other  pair  of  hands  and  says,  "  Here 
I  bake."  Then  suddenly  darts  to  another  pair  which  she  thinks 


82  RECESS  PLAYS. 

may  be  weak,  and  cries,  "  Here  I  mean  to  break  through,"  trying 
to  force  her  way  out.  If  she  succeeds  in  breaking  through,  the 
child  at  the  right  goes  into  the  ring  to  repeat  the  play ;  if  not, 
she  has  to  start  again. 

TOUCH    WOOD. 

ALL  of  the  players,  except  one,  find  places  where  there  is 
wood,  and  run  about  from  place  to  place  touching  the  wood. 
The  player  left  out,  tries  to  catch  any  one  who  is  not  touching 
wood.  If  he  succeeds,  the  one  caught  takes  his  place,  and 
so  on. 

THRO  WIN  a    THE  HANDKERCHIEF. 

PLAYERS  stand  in  a  circle  with  one  child  in  the  middle.  A 
knotted  handkerchief  is  thrown  from  one  to  another  across 
the  circle  so  that  it  is  difficult  for  the  one  in  the  middle  to 
catch  it.  If  caught  by  her,  the  one  who  threw  it  last  must 
take  her  place. 

KLONDIKE. 

CERTAIN  boundaries  mark  the  rich  piece  of  ground  claimed 
by  Tom  Tiddler,  who  is  kept  busy  keeping  off  intruders. 
Others  think  they  have  the  same  right  to  the  ground,  so  ven- 
ture on  it,  saying,  as  they  stoop  to  pick  up  the  gold,  "Here 
I  am  in  Klondike  land,  picking  up  nuggets  of  gold."  Tom 
rushes  after  the  miners,  trying  to  catch  one,  but  cannot  go 
beyond  the  boundaries.  If  one  is  caught,  he  in  turn  becomes 
Tom  Tiddler. 


RECESS   PLAYS.  83 

CAT  AND  MOUSE. 

A  KING  is  formed  by  clasping  hands.  Two  children  are 
chosen,  one  of  whom  goes  inside  the  ring  and  is  called  the 
"mouse,"  the  other  on  the  outside  is  called  the  "cat."  The 
cat  tries  to  catch  the  mouse  and  may  run  in  and  out  of  the 
circle.  The  mouse  tries  to  escape  the  cat  and  is  helped  by 
the  children  forming  the  circle.  They  raise  their  arms  to 
permit  the  free  passage  of  the  mouse,  but  lower  them  to  keep 
back  the  cat,  who  tries  to  get  under  their  arms  or  even  break 
the  clasped  hands.  If  the  mouse  is  difficult  to  catch,  the 
interest  is  intensified  by  having  two  cats  try  to  catch  one 
mouse.  When  caught,  others  are  chosen  for  the  parts. 

RUN  A  MILE. 

THE  one  decided  upon  as  "it"  runs  to  a  certain  spot  at 
a  distance,  then  runs  back  to  base,  touching  it,  while  other 
children  run  and  hide.  He  now  starts  out  to  find  one  hid- 
ing. If  one  is  seen,  the  seeker  cries,  "  One,  two,  three  for 
Eddie,"  whereupon  both  run  to  base.  If  Eddie  touches  the 
base  first,  he  is  free.  "  It "  starts  out  again  until  all  are 
caught.  The  first  one  who  became  free  now  is  "it."  When 
"  it "  is  hunting,  any  one  may  run  to  base,  and  if  he  gets 
there  without  being  caught,  he  also  is  "free." 

FEATHER    aAME. 

A  NUMBER  of  players  form  a  ring,  holding  hands.  One  child 
starts  the  play  by  blowing  into  the  air  a  little  feather  or  piece 


84  RECESS  PLAYS. 

of  swansdown,  which  all  try  to  keep  afloat  with  their  breath. 
If  it  falls  on  the  shoulder  or  on  the  floor  in  front  of  any  one, 
that  one  must  pay  a  forfeit.  P^ach  one  can  move  around  any- 
where when  trying  to  keep  it  off  with  the  breath,  but  must 
not  unclasp  hands. 

YANKEE  DOODLE. 

THIS  is  played  similar  to  London  Bridge.  Two  of  the 
tallest  children,  taking  the  names  England  and  America,  stand 
opposite  each  other  and  raise  their  joined  hands,  under  which 
pass  a  train  of  children  holding  on  to  each  other's  clothes. 
All  sing  as  they  pass  along,  — 

"Yankee  Doodle  came  to  town,  riding  on  a  pony; 
Stuck  a  feather  in  his  cap  and  called  it  macaroni. 
Yankee  Doodle,  ha !  ha !  ha !  Yankee  Doodle  dandy, 
Yankee  Doodle,  Doodle  do;  Now  we  have  you  hard." 

At  the  end  the  arms  drop  and  catch  one,  who  is  asked  in 
a  whisper,  "  Are  you  English  or  American  ? "  According  to 
his  whispered  answer  he  is  placed  behind  the  one  who  has 
privately  agreed  to  take  the  prisoner  making  that  choice. 
When  the  last  one  is  caught,  a  tug  of  war  ensues  between  the 
two  parties,  each  holding  on  round  the  waist  of  the  one  in 
front  and  trying  to  keep  from  breaking. 


SLACK-MAN. 

OPPOSITE  sides  of  the  playground  or  playroom  are  decided 
upon   as   goals.     All   the   children   but  one  arrange  themselves 


RECESS  PLAYS.  85 

on  one  side,  while  that  one,  the  Black-man,  stands  in  the 
middle  of  the  ground.  The  Black-man  says,  "  Are  you  afraid 
of  the  Black-man?"  The  others  reply,  "No,  not  of  one  like 
you,"  and  immediately  run  to  the  opposite  side.  On  their  way 
over,  the  Black-man  tries  to  catch  as  many  as  he  can,  who,  if 
caught,  must  now  keep  with  him  and  help  to  catch  the  others. 
The  play  continues  until  all  are  caught. 

FRO  a  IN  THE  MIDDLE. 

ONE  child,  called  the  "frog,"  is  blindfolded  and  placed  in 
the  centre  of  a  ring  of  children,  who  skip  around,  saying, 
"Frog  in  the  middle,  you  can't  catch  me."  The  frog  tries 
to  catch  one,  and  when  he  succeeds,  must  tell  the  name  of 
the  one  caught,  which  he  has  to  find  out  by  feeling.  If  the 
right  name  is  guessed,  that  one  becomes  the  frog ;  if  not, 
another  one  has  to  be  caught. 

NEW  YORK. 

Two  captains  choose  an  equal  number  of  children  for  each 
side.  Sides  decide  on  a  trade.  A's  side  comes  up  and  says, 
"Here  we  come."  B's  says,  "Where  from?"  A's  says,  "New 
York."  B's  says,  "What's  your  trade?"  A's  now  acts  out 
the  trade  for  B's  to  guess.  If  it  is  difficult  to  guess,  A's  helps 
by  giving  the  initial  sound  of  the  name  of  the  trade.  If  B's 
cannot  guess,  A's  has  another  trial.  If  they  guess  right,  A's 
runs  back  pursued  by  B's.  If  any  in  A's  side  are  caught, 
they  must  go  over  to  B's.  Now  B's  begins  and  goes  through 
the  same. 


86  RECESS  PLAYS. 

HAT  BALL. 

PLAYEKS  sit  in  a  line,  each  with  his  hat  on  the  ground  in 
front.  One  player  in  the  rear  has  a  light  rubber  ball  which 
he  stealthily  brings  up  and  drops  into  one  of  the  hats.  As 
soon  as  the  ball  falls  into  the  hat,  the  players  quickly  scatter 
except  the  one  into  whose  hat  the  ball  fell.  He  quickly  takes 
the  ball  and  throws  it  at  one  of  the  runners.  If  a  child  is 
hit,  he  takes  the  place  behind,  while  a  stone  or  piece  of  paper, 
called  a  baby,  is  put  in  his  hat ;  if  not  hit,  a  baby  is  placed 
in  the  hat  of  the  thrower.  The  one  who  first  gets  five  babies 
in  his  hat,  is  out  of  the  game. 


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